Avaliar a política da educação inclusiva sob o olhar dos docentes no Centro de Educação Infantil Criança Feliz em Aquiraz/Ceará

Abstract

This study aimed to evaluate the inclusive education policy from the perspective of teachers at the Criança Feliz Early Childhood Education Center in Aquiraz/Ceara. This is a case study whose relevance arises from the interest in knowing how the public policy of Special Education is applied as a need for inclusion in an early childhood education school. How the teaching-learning process of children with disabilities develops and the contributions of relevant sectors involved in the inclusive educational process, considering, in particular, the participation of teachers and the management team and their interests linked to the condition of improving students' educational performance. The paths used in this new presentation to discuss the aforementioned theme are supported by a qualitative approach, carried out from a bibliographic and documentary review complemented by field research. To this end, the theme is based on Arruda and collaborators, Capellini (2005), Coelho and Soares (2019), Nascimento et. al. (2024), among other experts, as well as on legal documents that explain the political commitment of Brazilian governments to the education of people with disabilities. Based on this premise, the research was conducted with a sample of eight teachers and developed at the Aquiraz referenced daycare center, through semi-structured interviews and unsystematic observations of the school routine. In view of the above, the results of the research showed that although the managers contribute with significant inclusive practices, they face many challenges, ranging from the insufficient number of inclusion assistants and support professionals, lack of teaching materials in the multifunctional resource rooms and lack of activities with assistive tendencies for families. The perceptions about the inclusion policy demonstrate that the managers prioritize the guarantee of enrollment of students with disabilities in regular teaching classrooms, assistance in the multifunctional resource rooms, and continued training for all segments, but there is still much to be done to qualify their practices, reaffirming the implementation of a quality inclusive policy.